A Structural Model of the Teaching Practice and Pro-Environmental Behavior in Elementary Mexican Students

Abstract

Almost four decades after having integrated environmental education in primary education in Mexico, it is important to prove the relationship between the environmental behavior shown by students and the environmental education they perceive, therefore, a structural equations model was designed and tested with information provided by 217 sixth grade students. The model showed regression coefficients between the practice of environmental education and its causality directly and positively with values (0.035), skills (0.333), attitudes (0.269), and pro-environmental behavior (0.290). It is confirmed that the environmental education that is taught in a transversal way in schools is significant and that teaching practice should be promoted in the use of materials, institutional support and didactic resources focused on promoting environmental attitudes, skills, and values in children.